Constructivism and its implications for curriculum theory and practice

Abstract

Under the banner of constructivism, a world-wide change in the orientation to school learning has taken place. In the context of the constructivist movement an important question is how curriculum studies should view such concepts as 'development' and 'implementation'. If students and teachers together construct or enact their own curricula, what are the consequences in terms of curriculum theory and practice? What is the state of practice with respect to teaching and learning from a constructivist point of view?

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